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PS1040 > The development of friendships and peer groups > Flashcards

The development of friendships and peer groups Flashcards

1
Q

when are friends important?

More time in peer interaction:

Higgins & Parsons, 1983

A
  • at age 2, only 10% of time is spent with peers
  • but on entry into school, 30% of time is spent with peers.
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2
Q

when are friends important?

what do school children become concered about?

Rubin et al., 1998

A

acceptance by the peer group

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3
Q

when are friends important?

benefits of friends/friendships:

3 things

A
  • development of social skills
  • links with mental health, well-being & school success
  • links to feelings of self-worth

Maunder & Monks 2019

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4
Q

when are friends important?

what is a friend?

A

when you have a mutual liking with another individual

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5
Q

when are friends important?

what is a peer

A

another individual in the same social group as you

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6
Q

friendship research methods

types of friendship research methods:

A
  • observation
  • peer (sociometric) nominations
  • rating scales
  • paired comparisons of nominations/ratings
  • social network analyses
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7
Q

when are friends important?

peer (sociometric) nominations

2 types

A
  • reciprocal nominations
  • revised class play (reputation measure)
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8
Q

friendship research methods

rating scales

2 types

A
  • sociometric ratings
  • friendship quality
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9
Q

sociometric status

popular children traits:

3 traits

A
  • good social skills
  • not typically aggressive
  • in adolescence: more relational aggression
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10
Q

sociometric status

rejected children traits

3 traits

A
  • aggressive-rejected children (40%-50%)
  • withdrawn-rejected children (10-25%)
  • Interpret benign situations as intentional, and have difficulty coming up with solutions for difficult social situations.
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11
Q

sociometric status

neglected children traits:

1 trait

A

less sociable and disrputive than average children

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12
Q

sociometric status

controversial children traits

2 traits

A
  • have characteristics of both popular and rejected children
  • socially active and often group leaders
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13
Q

friendship support social-cognitive development

example of social-cognitive skills:

4 skills

A
  • cooperation
  • negotiation
  • mental state awareness
  • emotional awareness
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14
Q

Friendships support social-cognitive development

equal in perceived power: Piaget

A

peers are useful in the construction of one’s own explanations & rules of how things work
- cognitive disagreement would lead peers to be aware of an explore differing perspectives on a problem

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15
Q

Relatively equal in perceived power: Vygotsky

A

cooperation in relationships is useful in the construction of one’s skills and abilites
* zone of proximal development: adult and peers as tutors (scaffolding)

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16
Q

definition of friendship

A

voluntary and reciprocal relationship between 2 individuals

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17
Q

early friendship development: between 3 & 7

A
  • intimacy refers to children’s physical location
  • conflicts arise over toys and space
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18
Q

early friendship development: between 4 & 9

A
  • friendships are one-way: exists because fulfil some function that the self wants
  • A close friend is someone they know likes and dislikes of
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19
Q

early friendship development: between 6 & 12

A
  • Are able to reflect on joint experiences
  • Concerned with coordinating and approximating likes and dislikes
  • Fairweather friendship
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20
Q

early friendship development: between 9 & 15

A
  • Can have intimate and mutually shared relationships
  • Have a mutual understanding and concern/share personal problems
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21
Q

early friendship development: between 12 & adulthood

A

Accepts independence and dependence

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22
Q

give 3 examples of friendship conceptions

A
  • common activities
  • smiliarity of attitudes
  • companionship
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23
Q

selecting friends: proximity

A
  • young children have friends who are close in proximity
  • older children accept more distance
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24
Q

selecting friends: same age

A

early & middle childhood = same-age friends

25
Q

selecting friends: similarity

A
  • young children like similarity of locations or features
  • older children select similarity on the basis of personality features, common interests and attitudes, etc.
26
Q

friendship in infancy: 12-18 months

A

more smiling, reaching, touching specific peers

27
Q

friendship in infancy: 12-18 months

A

more smiling, reaching, touching specific peers

28
Q

friendship in infancy: 12-24 months

A

3 times more likely to comfront preferred peers

29
Q

friendship in infancy: 20 months

A

selectively intiate interactions (and play) with some peers over others

30
Q

friendship in early childhood

3 points

A
  • reciprocated friendships appear
  • young mixed-sex friendships become more gender segregated
  • children begin to recognise that some peers are more dominant than others -> reflected in conflict situations
31
Q

sex (or gender) cleavage

sex segregation occurs early on:

4 key points

A
  • infants prefer to look at same-sex images
  • at 2, boys are more likely to respond when a boy asks them to play than a girl
  • childhood, >90% peer time spent with same-sex
  • adolesence, preference for same-sex interactions declines
32
Q

Cross-sex friendships do exist

A
  • 81% of 9-18 year olds agree
  • 64% of these children judge that the types of friends differ
33
Q

ethnicity and friendship

what type of children tend to be more accepting of cross-race friendships?

A

minority children
* 80% of African and European Americans had best friend from same ethnic background
* 60% of Asian Americans had best friend from the same ethnic background

34
Q

cross-ethnic friendships in adolescents: not rare

What did Bagci et al discover about cross-ethnic friendships in 2014?

A

only 3% reported not having any cross-ethnic friendships

35
Q

friends vs. nonfriends: interaction differences

with friends

A
  • greater cooperation & coordination
  • more pretend play
  • more conflict, but also more likely to resolve conflict in controlled ways
36
Q

similarity between friends: 11-15 year olds

A
  • friends behaviour more similar than non-friends
  • socially accepted friends more alike on nominations of having friends, being liked and being a victim
  • friends reported more similar depression levels
37
Q

similarity between friends: gender differences

A
  • girls = friends more similar in cooperation, offers help
  • boys = friends more similar in shyness and victimisation
38
Q

similarity of friends in adolescence

friendships were made on similarity of dimensions that matter e.g.

A

friendships were made on similarity of dimensions that matter e.g.
* attitudes to school and school achievement
* normative behaviour

39
Q

similarity of friends in adolescence

whats normative varies by:

A

what’s normative varies by:
* sex. difference in similarity of sexual behaviour and attitudes
* ethnicity. differences in similarity of academic orientation

40
Q

friendship groups

do boys and girls friendship groups differ?

A
  • girls had larger social networks
  • girls social networks were made more ethnically diverse
  • girls had 62% of reciprocated friendships being cross-ethnic, boys had 54%
41
Q

friendship groups

what is important for group composition?

A

sex appears to be more important than ethnicity
* cross-sex dyads comprised of 7% of friendships
* cross-ethnic dyads comprised of 59% of friendships

42
Q

what are cliques?

A

friendships groups that children will form or join, but members do not always see themselves as close friends

43
Q

emergence of cliques in middle childhood

2 points

A
  • usually between 3-9 children in the group
  • usually stable for only a few weeks
44
Q

emergence of cliques

what do cliques function as in middle childhood?

3 points

A
  • group of peers to socialise with
  • validation of features the group has in common
  • provide sense of belonging
45
Q

cliques and crowds in adolescence

3 points

A
  • often belong to more than one clique
  • greater stability of cliques
  • important to conform to group dress & behaviour
46
Q

parental role in children’s peer relations

attachment style

two types

A
  • secure attachment: children display positive emotions and have good social skills
  • insecure attachment: tend to be more aggressive, whiny and socially withdrawn
47
Q

parental role in children’s peer relations

parent-child interaction styles

A
  • interactions differ for popular children and their parents in comparison to unpopular children and their parents
48
Q

parental role in children’s peer relations

parent beliefs

A

was the child born that way? or can we modify behaviour by playing a more active role?

49
Q

parental role in children’s peer relations

what is coaching behaviour

A

when mothers may coach in prosocial behaviour

50
Q

parental role in children’s peer relations

what is modelling behaviour

A

when children demostrate similar conversational styles as they have experienced at home

51
Q

what is bullying?

A

the abuse of physical and pyschological power for the purpose of intentionally and repeatedly creating a negative atmosphere of severe anxiety and intimidation

52
Q

what are the 4 types of aggression?

A
  • physical: shoving, punching
  • cognitive: teasing, insulting
  • social: involving groups, instigating
  • emotional: spreading rumours, excluding
53
Q

who bullies?

A

mainly boys

54
Q

what percentage of children get bullied?

A

20-33%

55
Q

what are the characteristics of bullies?

A
  • conduct problems
  • social problems
  • more positive attitude towards aggressive behaviours than other children
56
Q

what are the 3 main motives of bullies?

A
  1. power and dominance
  2. hostility towards their environment
  3. to gain some rewards
57
Q

characteristics of bullied victims:

A
  • internalising problems i.e. anxious, lower self-esteem
  • social problems
  • have greater difficulty adjusting to school
    BUT SOME
  • conduct problems
  • reactive aggression
58
Q

summary of findings for increases in victimisation:

2 points

A
  • Children without a best friend had increases in internalizing and externalizing behaviours
  • Too much time spent with best friends had increases in internalizing problems when victimized.
    Hodges et al., 1999
59
Q

summary of findings for decreases in victimisation:

A
  • Having a best friend predicted decreases in victimization
  • Security, companionship, and conflict did not predict changes in victimization
  • Protection was related to decreases – but what kind of protection??
    Hodges et al., 1999

PS1040 (10 decks)

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